The Use and Abuse of Machine Translation in Vocabulary Acquisition among L2 Arabic-Speaking Learners

Abstract

Using Machine Translation (MT) for vocabulary acquisition is an inevitable phenomenon among Arabic-speaking L2 learners. But has MT fully succeeded in replacing traditional dictionaries and providing an ideal tool for vocabulary acquisition among L2 learners? This study aimed to research the value and implications of using machine translation in vocabulary acquisition. The study is significant as it investigates a neglected area in teaching a second language focusing on the role of MT in vocabulary acquisition. The empirical study adopted a combined quantitative and qualitative methodology that tested students’ skills in answering vocabulary questions in context by using online translators. Forty-seven participants took part in the assessment voluntarily, and they were all fourth-year students about to graduate from an Omani private university. The findings confirmed the results of earlier research about the challenges ESL learners face in vocabulary acquisition, including difficulties in processing sequential lexical patterns and using vocabulary communicatively. The results further revealed that online translators do not provide an optimal solution to overcome obstacles in using vocabulary unless accompanied by higher metacognitive skills such as critical thinking and using words in context. The study concluded with some implications and recommendations for further relevant research.

Machine translation in language acquisition: A study on EFL students' perceptions and practices in Saudi Arabia and South Korea

“…An essential advantage of MT tools is their availability on many devices, ease of use, quick translation, and free cost (Alhaisoni & Alhaysony, 2017; Omar, 2021; Siregar et al, 2021). Further benefits include translating words, phrases, sentences, paragraphs, or a complete text from various languages using multi‐modes such as text, voice recognition, or images.…”

“…Research has reported that learners mainly use MT tools for individual words or short segments (Alhaisoni & Alhaysony, 2017; Musk, 2022). Omar (2021) reported that most EFL learners used MT tools as dictionaries to check the meaning of specific lexical items. Using MT tools as dictionaries is the least effective way to use this technology due to the reliance on contextual information for accurate predictions and disambiguation (Urlaub & Dessein, 2022).…”

“…Unfortunately, MT still has limitations in understanding vocabulary in context and may provide inaccurate results. MT tools also have difficulties dealing with polysemy and synonymy and do not offer learners rich and multiple contexts needed for learning new lexical items (Omar, 2021). Unlike MT tools, online dictionaries provide definitions, different uses, and contextualized examples of vocabulary.…”

“…Critical digital literacy practices involve evaluating online sources through reasoning, implications, and ethical action (Beck et al, 2021). Research has stressed the importance of evaluating the output of MT tools (Omar, 2021) and using it as a supplementary language learning tool to raise learners' ‘awareness as to the complexity of translation and language learning’ (Nino, 2009, p. 253). Such activities include pre‐editing and post‐editing (Garcia & Pena, 2011; Nino, 2009), comparing native to the target language (Somers, 2003).…”

“…Google Translate is generally considered one of the most popular MT platforms (Lee, 2021) because it ‘offers many useful and practical features for the users who can exploit for various purposes from speech‐to‐text to text‐to‐speech translation’ (Cakir & Bayhan, p. 123). Consequently, Google Translate is one of the most researched translation platforms in the world (Ganjalikhani, 2014; Jolley & Maimone, 2022; Karnal & Vera, 2015; Lee, 2021; Omar, 2021). Another popular translation tool is Papago.…”